Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Writing in English in Rural Elementary Schools in Spain: A Contrastive Analysis of ICT and Non-ICT Resources
Alejandro Curado Fuentesa, Elena Suárez Núñeza

Studies on the application of ICTs (Information and Communication Technologies) in Primary Education have grown over the past years. However, in low-income rural schools, this use of ICTs has not been explored as much. Our research sets out to cover this topic according to two main phases: (1) An examination of our national / regional Primary Education context in the light of ICT deployment; (2) a contrastive analysis of three rural public schools in the north of Extremadura, Spain, by comparing three experimental groups who use ICTs with three control groups of learners performing similar tasks and activities but not using ICTs. In addition, ethnographic information gathered on site can enhance the analysis by comparing different factors that may influence English writing tasks when ICT s are applied in rural elementary schools with more vulnerable students.

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